This poster will describe the steps taken in an ongoing collaborative project involving lecturers and administration to revise the course outcomes of a second-year academic writing course at a private Japanese university. Outcomes for the course were initially based on a Multiliteracies framework (New London Group, 1996) to generate culturally and linguistically diverse students (Johnson et al., 2015). Starting in 2020, a distributed leadership approach (Hallinger & Huber, 2012; Spillane, 2006) was used to revise the course’s less practical or approachable existing outcomes. This approach allowed various stakeholders the opportunity to reflect on and assess the course curriculum and their teaching (Drago-Severson, 2008) and participate in formulating improved outcomes based on those practices. Presenters will describe the process as a model for feasible and achievable distributed leadership. Research findings demonstrate teachers’ and students’ understanding of the finalized, new outcomes and how available materials connect to different outcomes.